RNIB Sunshine House School

1. RNIB Sunshine House School 2. Pupil Premium Funding Report 2016/2017 3. Context

The ‘Pupil Premium’ is additional funding for students aged 4 -16 from low- income families who as a group have a lower educational attainment nationally.

The Government believes that the additional funding is the most useful way to make sure that funding provided reaches the students that require it the most. These are students from low income families who are: Eligible for free school meals Looked after children Students whose parents are in the armed forces It is for schools to decide how the PPG is spent, since they are the best placed to assess what additional provision should be made for the individual pupils within their responsibility. However, they will be held accountable for how they have used the additional funding to support pupils from low-income families The amount of funding for pupil premium received each year fluctuates due to the changing needs of the pupils and the way the local authorities devolve their funds.

Overview of School Total number of pupils on roll 41 Full time equivalents Total number of pupils eligible for 11 PPG Amount of PPG received per pupil £1300 per pupil for yrs 1-6 £900 per pupil for Yrs 7, 8 and 9 Approx £1500 - £1900 for LAC pupils Total amount of PPG received April 2016 – April 2017 approx. £18,130

At present at Sunshine House we have 5 Looked after Children (LAC) who receive up to £1900 each. This should be agreed in line with a pupil’s individual PEP (personal educational plan) There are an additional 6 pupils who receive pupil premium (either £1300 up to Yr 6 or £950 for yr 7-9). How is funding used

Due to the range of needs of the young people receiving pupil premium the funding can be used for a wide range of interventions and resources.

Music specialist Personal educational equipment and resources Standing frame and accessories Walker and accessories Other physical needs equipment Communication aids Sensory equipment After school club Holiday play scheme

These broadly divide into two areas: education and therapies and extended and family services:

Education and Therapies Outcome Resources/interventions Cost Proposed Impact To develop communication Tablets programmed with Greater ability to and language skills personalised programmes communicate and make Environmental control resources choices Personalised switches Progress in ability to express Training for staff needs and feelings to a wider audience and in the community Greater self esteem because of ability to communicate with increased independence and self control

Physical skills and Standing frames, specialised Physical skills are maintained understanding are chairs, bikes, lying board and with some pupils new developed skills develop and progress Develop emotional 1: 1 sound beam sessions from Pupils engage effectively in wellbeing music specialist communication and emotional development and self confidence is better supported. Develop sensory skills Ball blanket Those children with sensory impairment both vision and hearing develop a greater ability to self calm develop their senses and their behaviour for learning

Family Services and holiday activities Outcome Resources and interventions Proposed Impact Develop social and Subsidised Holiday play scheme Improved well being of independence skills and after school clubs led by families. school staff offer extended More established social and learning opportunities independence skills

The spending is discussed in appropriate meetings and with parents. Progress is monitored using attainment data and other measures such as staff judgements, routes for learning, P Levels as appropriate throughout the school year. It is reported back at Annual Review, PEP, and LAC meetings. The overall areas of achievement include: Achievement of targets Increased self esteem Emotional development Improved behaviour Increased progress.

A summary of the main barriers to educational achievement faced by eligible pupils of the school . In-school barriers Need for highly specialist and personalised resources for pupils to achieve Lack of access at home to high tech devices Significant health and medical needs Significant sensory needs Less parental engagement, especially linked to multiple-children families/medical needs of child Lack of communication with home.

External barriers Lack of access to wider community English as Additional Language.

Summary of spending 2015-16 9 pupils received Pupil Premium funding, of which 2 were Looked After Children (LAC). This funding was spent on improving their access to the curriculum and support their growing environmental awareness by purchasing equipment such as adapted switches in additional was used effectively for funding holiday play schemes, specialist physical needs equipment, communication aids and other personalised resources.

Graph: Overall attainment of Pupils in receipt of Pupil Premium compared to those not in receipt of payment.

Graph: Comparison of Pupil Premium attainment in Curriculum strands

Comment: Pupil premium students have made similar or better progress than other pupils in all curriculum strands. This is most notable in Key skills which may include use of ICT and everyday independence targets.